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Annual Report 2009.pdf - School of Physics - University of Melbourne

Annual Report 2009.pdf - School of Physics - University of Melbourne

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<strong>Melbourne</strong> ModelThe <strong>Melbourne</strong> Model curriculum was introducedin 2008 and <strong>of</strong>fers degrees in three broad cycles.At Bachelor degree level, students select fromone <strong>of</strong> six degrees <strong>of</strong>fering a total <strong>of</strong> 87 majorfields <strong>of</strong> study. These programs lay the intellectualfoundations for employment or further study.Under the <strong>Melbourne</strong> Model, most pr<strong>of</strong>essionalqualifications are <strong>of</strong>fered at Master’s level, wherestudents can choose from a variety <strong>of</strong> pr<strong>of</strong>essionalor specialist graduate programs <strong>of</strong>fering intensive,focused graduate-level experiences that promotedeep pr<strong>of</strong>essional learning. At Doctoral level,students develop research skills working alongsideinternational leaders in a broad range <strong>of</strong> fields.The key features <strong>of</strong> the <strong>Melbourne</strong> Model are choiceand flexibility at undergraduate level, together withdiversity and applicability at graduate level. Thecurriculum caters for students who enter <strong>University</strong>at undergraduate or graduate level with a variety <strong>of</strong>goals: those sure <strong>of</strong> their chosen path; those whohave not yet determined their future vocation; andthose who begin on one path then discover another.A vital feature <strong>of</strong> the <strong>Melbourne</strong> Model is thediversity <strong>of</strong> flexible educational pathways that it<strong>of</strong>fers to students. The Model encompasses awide range <strong>of</strong> study options and pathways, andallows students to make more timely and informeddecisions about career directions. Each individualstudent is assisted to choose a pathway through the<strong>Melbourne</strong> Model that is tailored to their developinginterests and goals.The <strong>Melbourne</strong> Model was introduced to:• Provide flexibility at undergraduate level in orderto allow for developing interests and enablemore considered choices by students aboutfurther study or career options• Improve intellectual coherence, researchrelevance and peer interaction at undergraduatelevel• Provide intensive training at graduate level tostudents with greater maturity and breadth <strong>of</strong>perspective in order to deliver better personaland pr<strong>of</strong>essional outcomes• Strengthen preparation for doctoral research andacademic mobility• Develop graduates with defined educational,aspirational and personal attributes2009 – A Year <strong>of</strong>RefinementSince 2005 the global higher education market has continuedto grow, with Australia now listing education as one <strong>of</strong> its majorexports. Competition for students is significant, and not justfrom domestic institutions. China and India are building rapidlytheir own education capacity and shifts are apparent in Europeand North America. Despite our success in the undergraduatestudent market we still do poorly when it comes to researchhigher degree students compared to international competitors.Since 2005 aspects <strong>of</strong> the international student market havechanged dramatically. Financial conditions, concerns overstudent safety, and rapid growth in the Asia-Pacific region allaffect the dynamics <strong>of</strong> student mobility. Significantly, theseissues are beyond the <strong>University</strong>’s influence, and must beseen as risk factors <strong>of</strong> an increasingly competitive globalmarket. By 2005 research had already become a globalenterprise with progress in many fields at most universitiesreliant on international funding, collaboration, shared data andco-produced outcomes.Since 2005 research has continued to adapt to increasedmobility and access, with far greater emphasis on addressingmajor societal concerns. Global problems drive broaderresearch agendas and new multidisciplinary responses.Enabling this new approach is omprehensive disciplinarystrength, a core attribute <strong>of</strong> the best universities in the world.Nationally, there have been two significant reviews, theBradley Review <strong>of</strong> Higher Education and the Cutler Review<strong>of</strong> the National Innovation System. Elements <strong>of</strong> both reviewshave been adopted by the Federal Government during 2009,signaling significant changes for the tertiary sector. The newpartially deregulated system (unrestricted places) is designedto allow for a massive expansion in student numbers, whilstmaintaining tough regulatory restrictions on price. The principle<strong>of</strong> full funding for research has been accepted, and there is astrong push for greater numbers <strong>of</strong> students from backgrounds<strong>of</strong> disadvantage.Within the <strong>University</strong> the degree structure has beenstandardised, aligning our educational <strong>of</strong>fering with the bestuniversities in Europe. The success <strong>of</strong> the program has beensuggested both by the number and quality <strong>of</strong> new generationcourse students and via imitation by several Australian (andregional) universities. In 2011, these students will transition intograduate schools to commence their pr<strong>of</strong>essional training.Articulation <strong>of</strong> the <strong>University</strong>’s character has been achievedthrough adoption <strong>of</strong> the triple helix. As was the case over acentury ago with research, the introduction <strong>of</strong> a new strand<strong>of</strong> activity has been slow but transformative. Governments,industry bodies and the community regard ‘third stream’activities as a test <strong>of</strong> social relevance. <strong>Melbourne</strong> faces many<strong>of</strong> the challenges <strong>of</strong> other public universities.Questions <strong>of</strong> financial stability, size, student mix, researchbreadth and external engagement continue to challenge us,and in many cases our strategy puts us at odds with everchanging government policy. Such challenges compel us toexamine our strategy regularly and refine it when required.www.physics.unimelb.edu.au 7

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